Resources For Faculty
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Welcome Faculty! The resources in this section of the Academic Integrity website are designed to assist you in promoting Academic Integrity at St. Clair College.

The Academic Integrity Initiatives are developed by the Academic Integrity Committee (AIC), a sub-committee of Academic Council. As we continue to work on this project, we hope that you will assist us in strengthening the program through suggestions and feedback. We welcome all contributions. Please contact us at

Academic Integrity at St. Clair College

St. Clair College has recently become a member of the Center for Academic Integrity (CAI) which is a consortium of over 390 academic institutions and affiliated with the Kenan Institute for Ethics at Duke University in Durham, North Carolina. There are 24 Canadian institutions represented, including 10 Ontario Universities. St. Clair College is the first College in Ontario to join.

The initiatives of St. Clair College’s Academic Integrity Committee are guided by the CAI’s “Recommendations for Institutions of Higher Education” which set out that an academic institution should:
  1. Have clear academic integrity statements, policies, and procedures that are consistently implemented.
  2. Inform and educate the entire community regarding academic integrity policies and procedures.
  3. Promulgate and rigorously practice these policies and procedures from the top down, and provide support to those who faithfully follow and uphold them.
  4. Have a clear, accessible, and equitable system to adjudicate suspected violations of policy.
  5. Develop programs to promote academic integrity among all segments of the campus community. These programs should go beyond repudiation of academic dishonesty and include discussions about the importance of academic integrity and its connection to broader ethical issues and concerns.
  6. Be alert to trends in higher education and technology affecting academic integrity on its campus.
  7. Regularly assess the effectiveness of its policies and procedures and take steps to improve and rejuvenate them.
In developing these initiatives, our guiding principles are:
  1. Academic integrity is essential to the success of our role as educators and to the mission of an educational institution.
  2. Creating an academic community of integrity is the responsibility of everyone in the educational community (faculty, administrators, support staff, students and board).
  3. An academic community of integrity:
    • advances the quest for knowledge by requiring intellectual and personal honesty in learning, teaching, research and service
    • fosters a climate of mutual trust, encourages the free exchange of ideas, and enables all to reach their highest potential
    • establishes clear standards, practices, and procedures and expects fairness in the interactions of students, faculty and administrators
    • recognizes the participatory nature of the learning process and honours and respects a wide range of opinions and ideas
    • upholds personal accountability and depends upon action in the face of wrongdoing

The 10 Principles of Academic Integrity

Source: Donald L. Mc Cabe and Gary Pavela
  1. Affirm the importance of academic integrity.
    Institutions of higher education are dedicated to the pursuit of truth. Faculty members need to affirm that the pursuit of truth is grounded in certain core values, including diligence, civility, and honesty.
  2. Foster a love of learning.
    A commitment to academic integrity is reinforced by high academic standards. Most students will thrive in an atmosphere where academic work is seen as challenging, relevant, useful, and fair.
  3. Treat students as ends in themselves.
    Faculty members should treat their students as ends in themselves--deserving individual attention and consideration. Students will generally reciprocate by respecting the best values of their teachers, including a commitment to academic integrity.
  4. Promote an environment of trust in the classroom.
    Most students are mature adults, and value an environment free of arbitrary rules and trivial assignments, where trust is earned, and given.
  5. Encourage student responsibility for academic integrity.
    With proper guidance, students can be given significant responsibility to help protect and promote the highest standards of academic integrity. Students want to work in communities where competition is fair, integrity is respected, and cheating is punished. They understand that one of the greatest inducements to engaging in academic dishonesty is the perception that academic dishonesty is rampant.
  6. Clarify expectations for students.
    Faculty members have primary responsibility for designing and cultivating the educational environment and experience. They must clarify their expectations in advance regarding honesty in academic work, including the nature and scope of student collaboration. Most students want such guidance, and welcome it in course syllabi, carefully reviewed by their teachers in class.
  7. Develop fair and relevant forms of assessment.
    Students expect their academic work to be fairly and fully assessed. Faculty members should use--and continuously revise--forms of assessment that require active and creative thought, and promote learning opportunities for students.
  8. Reduce opportunities to engage in academic dishonesty.
    Prevention is a critical line of defense against academic dishonesty. Students should not be tempted or induced to engage in acts of academic dishonesty by ambiguous policies, undefined or unrealistic standards for collaboration, inadequate classroom management, or poor examination security.
  9. Challenge academic dishonesty when it occurs.
    Students observe how faculty members behave, and what values they embrace. Faculty members who ignore or trivialize academic dishonesty send the message that the core values of academic life, and community life in general, are not worth any significant effort to enforce.
  10. Help define and support campus-wide academic integrity standards.
    Acts of academic dishonesty by individual students can occur across artificial divisions of departments and schools. Although faculty members should be the primacy role models for academic integrity, responsibility for defining, promoting, and protecting academic integrity must be a community-wide concern--not only to identify repeat offenders, and apply consistent due process procedures, but to affirm the shared values that make colleges and universities true communities.
The Fundamental Values of Academic Integrity
(Download PDF)
View or download a copy of CAI’s Fundamental Values of Academic Integrity which addresses why academic integrity is important and its five fundamental values: honesty, trust, responsibility, respect and fairness.

Why Students Cheat
• Ryerson University

Preserving Academic Honesty: Who Cheats and Why, and How to Prevent It
• Lansing Community College

Preventing Academic Dishonesty (Tools for Teaching)
• UC Berkeley

Techniques for Encouraging Academic Integrity
• Penn State University

Designing Plagiarism-Resistant Assignments
• Arizona State University

Deterring Plagiarism
• University of Toronto

Collaborative Learning & Academic Integrity
• Ryerson University

Preventing Cheating on Examinations
• Baruch College

Preventing Cheating on Multiple-Choice & Midterm Exams
• McGill University

Preventing Cheating on Term Papers & Take-Home Exams
• Rutgers University

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